1 / 49

helping people learn

helping people learn. Robert Mellor Senior Lecturer & Program Manager UTS Centre for Local Government University of Technology Sydney,Australia. helping people learn. What is this all about ?. this about helping people to learn

iman
Download Presentation

helping people learn

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. helping people learn Robert Mellor Senior Lecturer & Program Manager UTS Centre for Local Government University of Technology Sydney,Australia

  2. helping people learn What is this all about ? • this about helping people to learn • this is about helping you to be more creative and innovative in the way that you “teach” and “train” • this is about having fun and being relaxed • this is about helping local government staff be more innovative in the way they work

  3. helping people learn What are the rules ? • have fun! • don’t be afraid to take a risk • no-one is going to look stupid • relax • enjoy yourself • join in with the group • don’t worry - you can’t fail !

  4. helping people learn What are WE GOING TO DO ? • For the next few days, we are going to: • look at different ways of learning • learn a framework that helps us design training that is innovative • do lots of practical examples • explore different techniques • learn together as a group- learn from each other

  5. WHY ? Give a man a fish and you feed him for one day... ..help him learn to fish and you feed him for life helping people learn

  6. WHY ? • I see and I remember • I hear and I forget • I do and I understand Active Learning ! helping people learn

  7. WHY ? We need to build on people’s experience helping people learn

  8. THINK ABOUT…. ? • The first thing you really enjoyed learning • HOW DID YOU LEARN? helping people learn

  9. THINK ABOUT…. ? • The time you really DID NOT enjoy learning • Why DID YOU NOT LEARN? helping people learn

  10. WHY ? • to be good teachers - the first thing we should do is stop teaching and help people to learn • we should realise that our collective knowledge and skills are far more powerful than just us “being the experts” • to help make it more fun and enjoyable (for all of us) - make people feel good • to help prepare people for (vital) creative problem-solving in the future • to help our learners get better outcomes • to help people learn how to learn • because it works! helping people learn

  11. WHY ? • Learning for the Future… in the past we learned from the past.. now we must learn for the future. • To learn for the future we must help people learn: • INTERPERSONAL INTERACTION • IDEAS AND INNOVATION • HOW TO INTERPRET NEW INFORMATION • (Bellanca & Fogarty,1992) helping people learn

  12. WHY ? • Learning for the Future… • INTERPERSONAL INTERACTION • our world is growing more diverse • it is full of all sorts of different people • we must help people to learn how to interact with different people • we must help people to interact in different ways • we must help people to learn from each other in different ways helping people learn

  13. WHY ? • Learning for the Future… • IDEAS AND INNOVATION • we must help people learn how to deal with new information and ideas • information is changing so rapidly, we must help people learn through change • we must encourage people to have new ideas and develop them • we must help people learn using all their learning skills helping people learn

  14. WHY ? • Learning for the Future… • HOW TO INTERPRET NEW INFORMATION • we must help people learn what is useful from the past • we must help people to learn to make good choices • we must help people to learn problem-solving • we must help people to be creative • we must help people to deal with conflict helping people learn

  15. WHY ? Because people learn in all sorts of different ways: helping people learn

  16. Background ? In the early 1960s, Roger Sperry, a psychologist in the USA, performed some experiments. He discovered that the brain is separated into two halves - two separate hemispheres. LEFT BRAIN & RIGHT BRAIN He found that each side of the brain has different roles and functions. helping people learn

  17. Background ? LEFT BRAIN , RIGHT BRAIN & “REPTILLIAN” BRAIN He found that each side of the brain has different roles and functions. At the back of the brain, close to the neck and spine, is the “reptillean” brain - which controls very basic thought processes helping people learn

  18. Background ? • LEFT BRAIN & RIGHT BRAIN • Left Brain • Language, logic,numbers, sequence, details, linear, symbols, judgement helping people learn

  19. Background ? • LEFT BRAIN & RIGHT BRAIN • Right Brain • images, rhythm, music, imagination, colour, look at the whole picture, patterns, emotions, non-judgmental. helping people learn

  20. Background ? The left Brain and the right Brain work together - they are not competition with each other. Being innovative and creative depends on us using and exercising both sides of the brain LEFT BRAIN & RIGHT BRAIN Working Together! helping people learn

  21. Background ? Since then, a number of psychologists and learning specialist have identified a number of learning intelligences - different ways in which we learn: Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic helping people learn

  22. Background ? Since then, a number of psychologists and learning specialist have identified a number of learning intelligences - different ways in which we learn: Linguistic • Working with words • reading, crosswords, word-games • telling stories • arguments/debates/discussions • listen to radio or audio cassettes helping people learn

  23. Background ? Logical/Mathematical • working with numbers - maths • doing budgets and accounts • step-by-step, logical • putting things in logical groups -order • planning and putting in detail - timetables • liking science, chemistry, maths, engineering helping people learn

  24. Background ? Visual/Spatial • enjoy art, films, television • photography, drawing, video • draw pictures for notes - “doodles” • like pictures, diagrams and graphs • see how “things might look” • imagination • like jigsaw puzzles helping people learn

  25. Background ? Bodily/Kinesthetic • enjoy sport and physical exercise • good at craft and building things • like dancing, games, playing with children • use hand gestures and touch • like to feel things • aware of your physical surroundings helping people learn

  26. Background ? Musical • playing a musical instrument, singing • understand rhythm and patterns • follow the “sound of music” • can see images when music plays • good at languages • good memory for sounds helping people learn

  27. Background ? Interpersonal • working with others -team • team sports, groups etc • communicate well • talking and sharing • treat others as friends helping people learn

  28. Background ? Intrapersonal • think on your own • strong values and beliefs • prefer to learn on your own • relate it to “you” helping people learn

  29. Background ? Naturalisitic • good with animals • good at gardening -growing things • fishing • natural things -stars, rocks, animals • act on “feelings” helping people learn

  30. Background ? So, how do we develop a system of learning that uses both the the LEFT & RIGHT brain ? And how do we develop a system of learning that encourages all of the learning styles or intelligences ? Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

  31. RB RB Sensing/feeling Type 4 WHAT If? LB Type 1 WHY? LB Doing Watching RB Type 3 HOW? Type 2 WHAT? RB LB Thinking LB Background ? We are going to use system developed by an American teacher: BERNICE McCARTHY…. It is called the 4-MAT system

  32. Background ? • The 4-MAT system: • helps us to plan and design our learning experiences (“lessons” and “training workshops”) • reminds us to include both the right and the left side of the brain • reminds us to explore all of the learning intelligences • gives us a format (4-mat) or “recipe” for how to design learning experiences helping people learn

  33. Sensing/feeling Type 4 Type 1 Watching Doing Type 3 Type 2 Thinking Lets start….. Early experiments by DAVID KOLB (1974) Showed us that there were 4 types of learners (like the different learning intelligences) helping people learn

  34. Lets start….. RE-FOCUSING - let me think about this new things and decide how to use it in the future 4-MAT Sensing/feeling COLLABORATION - let me share and talk with others about how we will use this in the future AWARENESS - I become aware that something is happening that I am interested in INFORMATIONAL - give me little bit more information about what I am seeing/feeling Doing Watching MANAGEMENT _ show me how I can manage this information and use it . PERSONAL - I take in your information and I think how it may effect me. Tell me more about some people like me Thinking helping people learn

  35. 4-MAT RB RB Sensing/feeling Create an experience that engages personal meaning Share the learning with others LB LB Analyse the results Analyse the experience Type 4 WHAT If? Type 1 WHY? Doing Watching Type 3 HOW? Type 2 WHAT? Use the experience to set questions for more knowledge Adapt and experiment RB RB Try it out -guided -like a “recipe” Provide detailed information and knowledge Thinking LB LB helping people learn Lets start…..

  36. Lets do it 4-MAT RB Sensing/feeling Create an experience that engages personal meaning LB Analyse the experience Type 1 WHY? Doing Watching Thinking helping people learn

  37. Lets do it Some Activities that could be used for Type 1 Motivational Stories, Songs and Poems Simulations, Games, Exercises, Dance Discussions, Drama, Theatre Role Playing, Debate Movies, videos, Audio tapes, Music Painting, Drawing Food, cooking, Smells. Field trips, walking, touching Simulations, demonstrations

  38. Lets do it Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

  39. Lets do it 4-MAT RB Sensing/feeling Create an experience that engages personal meaning LB Analyse the experience Type 1 WHY? Doing Watching Type 2 WHAT? Use the experience to set questions for more knowledge RB Provide detailed information and knowledge Thinking LB helping people learn

  40. Lets do it Some Activities that could be used for Type 2 Formal lecture Lecture with visual aides Lecture with notes and exercises Reading assignments and homework Example problems Seminar or conference Instructional Video or CD Rom Handouts and information sheets

  41. Lets do it Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

  42. Lets do it 4-MAT RB Sensing/feeling Create an experience that engages personal meaning LB Analyse the experience Type 1 WHY? Doing Watching Type 3 HOW? Type 2 WHAT? Use the experience to set questions for more knowledge Adapt and experiment RB RB Try it out -guided -like a “recipe” Provide detailed information and knowledge Thinking LB LB helping people learn

  43. Lets do it Some Activities that could be used for Type 3 Workshop style Laboratory experiments Practical exercises Site visits, field trips, case studies Computer simulations Objective exams Example problems with workshop tasks Physical exercises, trials, tasks Real-life simulations Exams and tests Hands-on exercises

  44. Lets do it Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

  45. 4-MAT RB RB Sensing/feeling Create an experience that engages personal meaning Share the learning with others LB LB Analyse the results Analyse the experience Type 4 WHAT If? Type 1 WHY? Doing Watching Type 3 HOW? Type 2 WHAT? Use the experience to set questions for more knowledge Adapt and experiment RB RB Try it out -guided -like a “recipe” Provide detailed information and knowledge Thinking LB LB helping people learn Lets do it

  46. Lets do it Some Activities that could be used for Type 4 Open-ended problems Problems prepared by learners design projects Group exercises Action plans Presentations and Learner Demonstrations Subjective exams or Competitions Group reflective thinking Think tanks, brainstorming sessions Group project reports Drama, Songs, Plays

  47. Lets do it Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

  48. Reading Some books you might like to read: Bernice McCarthy - 4Mat - 4Mat in Action Colin Rose - Accelerated Learning David Kolb - The learning Sstyle Inventory Ronald Schmeck - Learning Styles and Learning Strategies

  49. Background ? Some websites you might like to visit: http://keirsey.com/ http://ctiweb.cf.ac.uk/vps/ http://www.creativetown.com/ http://www.unice.fr/sg/ http://sg.comp.nus.edu.sg/ http://brezza.iuav.unive.it/stratema/lugo-eng/

More Related